CURRICULUM POLICY
The Governing body will ensure that:
All our students have access to a broad, balanced and coherent curriculum that builds upon their
experiences at Primary School and encourages them to become successful learners, confident
individuals and responsible citizens.
All our students experience a curriculum that promotes high aspirations and embodies the school
motto ‘Dare to Dream, Aim to Achieve’.
Admiral Lord Nelson School is committed to becoming a Rights Respecting School and as such
providing a curriculum experience for every student that enables them not only to make progress in
their learning and achieve high academic standards but also to enjoy learning for its own sake and to
develop the skills and understanding to live safe, healthy and fulfilling lives.
The school's curriculum demonstrates:
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Breadth: introducing students to the elements of learning, defined as knowledge,
understanding, concepts, skills and attitudes, through aesthetic and creative, human, social
and political, linguistic and literary, mathematical, moral and ethical, physical, scientific,
spiritual and technological aspects
Balance: allowing each element and aspect an appropriate portion of the curriculum
Coherence: designed as an holistic entity, ensuring progression and the opportunity for each
student to maximise their achievement
Relevance: in that it will be appropriate to the individual and respond to both previous
experience and to the changing requirements of life in the 21st century.
Global citizenship: it will develop our students understanding of the world they live in and
their rights and their responsibilities to uphold the rights of others.
The purpose of our Curriculum is to enable our students to:
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develop lively, creative, enquiring minds
acquire knowledge and skills relevant to adult life and a world of rapid and continuous
change
use language and number effectively
develop personal and moral values, respect for shared values and for other cultures, religions
and ways of life
develop an understanding of the world in which they live
appreciate human achievements and aspirations
experience success and celebration of their achievements
take their place in society as informed, confident and responsible citizens
Our curriculum is defined as:
'All the opportunities for learning provided by the school, including the formal
programme of lessons in the timetable, the so called 'extra- curricular', out of school
activities deliberately promoted by the school, and the climate or relationships, styles
and behaviour and general quality of life established in the school community as a
whole' (HMI 'A View of the Curriculum’ 1981)
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At ALNS, we believe that the curriculum covers every aspect of interaction between the student and
the school. We define it under 3 main headings:
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The Formal Curriculum:
Those activities planned to take place during school hours and presented within the school
timetable and school diary (eg subject lessons, Personal Development days, assemblies, inschool events).
2.
The Informal Curriculum:
The exchange of ideas between students and staff through the 'extra-curricular' activities (eg
after-school support sessions, clubs, performances, sports teams and trips) in order to bring
about understanding and learning
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The Ethos Curriculum:
Those respected attitudes and values which students develop as a result of being a member of
the rights respecting ALNS community, as reflected in our description of our school ethos ‘Dare
to Dream, Aim to Achieve’.
Within this framework, every student's development as a unique individual will be supported within
the caring and cohesive community of ALNS. Adult mentors (either a teacher or a member of support
staff) will support and guide the individual development of each student, ensuring that their
experience of the ALNS curriculum is delivering their entitlement and meeting its aims for them.
The ALNS Curriculum addresses statutory requirements within the Curriculum, namely that it:
Is broad, balanced, coherent and relevant
Is accessible to all students and promotes high expectations
Is delivered using a range of appropriate teaching and learning styles
Is differentiated so that it provides appropriate challenge and engagement for all
Is positively managed and promotes the recognition, monitoring and celebration of
achievement
 Is flexible, so that it continually adapts to the changing needs of our students
 Reflects and enriches the community that we serve
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With this in mind, the Formal Curriculum is designed to meet the requirements of the National
Curriculum using with the following principles:
All students will study the following subjects:
English
Mathematics
Science
ICT and Computing
Physical Education (PE)
Personal, Social, Health and Economic Education (PSHEE), Personal Development (PD) and Aspiring
Futures
Humanities (History, Geography and Religious Studies then Key Stage 4 specialism in History or
Geography)
Modern Foreign Languages (French and German then specialism in one language or Media Studies)
Design (Art, Food, Textiles and Product Design then Key Stage 4 choice to specialise)
Performance (Music, Drama and Movement then Key Stage 4 choice to specialise)
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Specialism for 14-16 year olds:
The Formal Curriculum for 14-16 year old students also includes the opportunity to specialise further.
Students embark on one of 3 different learning pathways which take account of their interests,
attainment and career aspirations.
 The Silver Pathway is our Foundation Learning pathway, providing access to more workrelated learning and vocational qualifications at level 1 and below.
 The Green Pathway provides access to Young Apprenticeships and other vocational
qualifications at other educational establishments in the Portsmouth area.
 The Purple Pathway is our more traditional academic level 2 pathway and provides students
with the opportunity to study an additional subject allowing for further academic specialism.
The curriculum offer for each pathway is updated annually in the light of our curriculum evaluation
(including a review of value for money). It is published in the School Handbook for Staff and
Governors and in the Key Stage 4 Curriculum Booklet for Parents and Students in February each year.
Personal Development Days:
In addition to subject lessons, the Formal Curriculum also comprises a range of planned experiences
called Personal Development Days (PD Days). These days are designed to provide learning
opportunities where staff and students work together for extended periods of time to develop
students' Personal, Learning and Thinking Skills (PLTS), namely to be:
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Independent Enquirers
Creative Thinkers
Reflective Learners
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Team Workers
Self-Managers
Effective Participators
PD Days are planned and delivered collaboratively by cross-organisational teams of teaching and
support staff. This supports our philosophy that every adult who works at ALNS plays a part in
delivering the ALNS Curriculum. PD Days are planned so that they provide learning opportunities that
develop knowledge and understanding within the Cross-Curriculum Dimensions below:
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Identity and Cultural Diversity
Healthy Lifestyles
Community Participation
Creativity and Critical Thinking
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Enterprise
Global Citizenship and Sustainable
Development
Technology and the Media
Personal, Learning and Thinking Skills are 'taught' within Humanities lessons and, like Literacy,
Numeracy and ICT skills, are developed and applied across all aspects of the Formal Curriculum. We
aim to provide coherence by linking learning on PD Days with learning in other areas of the Formal
Curriculum. Off-site visits, International trips and the use of outside 'experts' (from our local
community and beyond) that enhance and enrich the learning experience for students are a key
feature of our PD Days.
Learning Beyond Lessons:
The Formal Curriculum also includes planned opportunities for students to develop independence in
their study skills, promoting learning beyond lessons using our Enrichment projects in Years 7 and 8
and through our Independent Learning Tasks during Years 9 and 10. In year 11, students are then
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encouraged to take control of their learning beyond lessons to ensure that they have developed the
independent learning skills required both for employment and all forms of post-16 study.
Other Statutory and non-Statutory Requirements:
The Curriculum meets statutory requirements to teach Citizenship and the Locally Agreed Syllabus for
Religious Education, as well as providing Sex and Relationship Education, Work-related Learning and
Careers Education as follows:
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Citizenship is delivered primarily during Humanities lessons, within PSHEE and PD lessons and
on PD Days although many subjects also deliver aspects of the statutory programme of
study.
Religious Education is delivered in Religious Studies lessons in Years 7 to 9 and in Personal
Development (PD) lessons in Year 10, using Philosophy for Children (P4C) principles of
curriculum delivery.
Sex and Relationship Education is delivered primarily through PSHEE lessons, PD lessons, PD
Days and Science lessons.
Work-related Learning is delivered through PSHEE, PD Days, a 2 week Work Experience
Placement in Year 10 as well as on a cross-curricular basis through the subject lessons.
Careers Education is delivered through PSHEE lessons (within the Aspiring Futures
programme), on PD Days, on visits to Further Education (FE) colleges and Higher Education
Universities and for individuals on a drop-in basis at events such as Curriculum Evenings as
well as through appointments with Information Centre staff and an independent Careers
Advisor.
The Informal Curriculum
A wide range of subject enrichment workshops and sports clubs are provided by staff. There are also
opportunities for all students to participate in a variety of performances (some of which are directed
and staged by students) as well as experiencing off-site enrichment activities and going on
educational residential visits. A large number of students worked extensively with school staff and
creative outside experts from 2007-2011 on change projects within the school focused on creativity
and healthy lifestyles. Since 2011, students and staff have been working together to make changes to
the school so it becomes a recognised UNICEF Rights Respecting School. We have an active School
Council, led by students, that regularly identifies and works on developing and improving aspects of
school life. Social Responsibility is a key aspect of our enterprise culture; the school year always
contains a variety of charitable events, determined by the Social Responsibility Coordinator with the
student Human Rights group, that are often jointly led by staff and students. At ALNS, we expect all
students and staff to participate fully in the Informal Curriculum.
The Ethos Curriculum
We have a strong sense of ethos at ALNS that underpins all decision-making and actions; it is based
on a culture of mutual respect between all staff, students and members of our community. Students
and staff are encouraged to be aware of their rights and to work with others to ensure that every
individual has equal access to their rights at ALNS. Admiral Lord Nelson School strives to be a
learning community, where individuals work together as a team to ensure that every adult and child
is continually learning and developing as an individual within a supportive and caring learning
environment that strives for the highest of standards for all.
We encapsulate this in 6 words – ‘Dare to Dream, Aim to Achieve’.
Author:
Date Published:
Dates Modified:
Review Date:
Modified by:
Nys Hardingham, Deputy Headteacher
February 2011
February 2014
February 2015
Nys Hardingham, Deputy Headteacher
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